Eric van Luijt Eric van Luijt

Reading and Reporting Short Stories
Upper-Intermediate (B2) level

Description

In this lesson, Ss practice reading a short stories and reporting it to a partner using only 10 keywords from the story. First, an example will be given by the teacher. Ss then work in groups and read two different stories. They they relay these stories to a new partner who has not read that story. Ss will then go back, read the relayed story and give feedback to the 'storyteller'.

Materials

Abc Story endings
Abc Feedback slips
Abc Stories

Main Aims

  • To provide detailed reading practice using short stories in the context of morals

Subsidiary Aims

  • To provide practice in using a monolingual dictionary when reading a short text
  • To provide fluency speaking practice in relaying stories

Procedure

Lead-in (5 minutes) • To set lesson context and engage students

T announces he is going to tell Ss a short story. T tells following story: T shows 10 keywords in slideshow. T checks if Ss agree these are relevant keywords. T checks what kind of words keywords are (nouns, verbs, maybe adjectives).

Pre-Reading (5 minutes) • To prepare students for the text and make it accessible

T shows titles and pictures for two stories in slideshow. T instructs Ss to guess the content of the two stories with a partner. They have 2 minutes. Ss guess content of stories in pairs. T elicits some ideas from the Ss and write useful lexis on whiteboard. (examples: opera. understudy, performance, flat tyre, honest(y))

While-Reading #1 (13 minutes) • To provide students with a reading task to check understanding of the global meaning and main events in the text

T instructs Ss to work with a partner. Each pair will receive the same text. Together, they read the text and choose 10 words they think are important to the story (as in the lead-in). They can use a monolingual dictionary on their phone to help them. T provides links through Google Classroom and in slideshow. They have 10 minutes to read the text. T points out that the stories have no ending. Ss will learn the endings at the end of the lesson. T hands out stories (opera story to one half of class, flat tyre story to other). Ss work in pairs, read the text, look up difficult vocabulary and write down 10 keywords. T monitors and helps with vocabulary where and when necessary. He also checks the words Ss write down reflect the global meaning and main events in the story rather than details.

Post-Reading (10 minutes) • To provide Ss practice in relaying a recently read short story to someone else

T takes away the texts, but Ss can keep the keywords. T assigns new partner to each S so two Ss with different texts work together. T instruct Ss to find their new partner and to tell each other the story they have just read in their own words. They can only use their keywords to help them. Their partner can ask them questions if they don't understand something or would like something repeated. Ss who read the opera story should start. They have 3 minutes to tell their partners their story. Ss tell their partner the opera story in their own words. T monitors and writes down good examples of use of narrative tenses for next lesson. T stops Ss who are still talking after 3 minutes. T instruct Ss who read the flat tyre story to tell their story to their partner. They have 3 minutes as well. Ss tell their partner the flat tyre story in their own words. T monitors and writes down more good examples of use of narrative tenses for next lesson.

While-Reading #2 (10 minutes) • To provide students with an opportunity to compare their partner's version of the story with the actual version

T instructs Ss to work with their first partners. T instructions Ss to read the story they have just been told and compare it to what their partners told them. They should not worry about difficult words at this point. They have 3 minutes to read the story. Ss read the second story by themselves. T instructs Ss to tell their current partner how similar or different their previous partner's version of the story was and give examples. They have 2 minutes to share their ideas. Ss discuss the two version of the story with their partner. T instructs Ss to complete the feedback slip filling in their previous partner's name, giving them a score out of five for how successful they were in telling the story and a reason. They have 2 minutes to complete the feedback slip. T hands out feedback slips. Ss complete the feedback slip by themselves. T collects feedback slips and hands them to the 'storytellers'. If time is short, this can be done at the end of the lesson when Ss go for their break.

Post-Reading #2 (7 minutes) • To provide students with an opportunity to reflect on the two stories

(T instructs Ss to think of one ending to the two stories with their partner. They have 2 minutes.) (Ss think of possible endings for the stories. T monitors and checks if any pairs guess endings similar to those in book.) (T elicits some ideas from different pairs.) T instructs Ss to read the two possible endings to the stories. (They should check if their own guesses were similar the given endings.) They should discuss which ending they like better. They have 2 (or 3) minutes. T hands out possible endings. Ss read two endings, (compare with own endings) and discuss which ending they like better. T elicits ideas from Ss abotu which ending they like better and why.

Web site designed by: Nikue